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Academic Language Function Examples: Challenges and Opportunities in Academic Discourse
Author: Dr. Eleanor Vance, PhD in Linguistics, Professor of Applied Linguistics at the University of California, Berkeley. Dr. Vance has published extensively on academic writing, discourse analysis, and second language acquisition.
Keywords: academic language function examples, academic writing, discourse analysis, language functions, academic vocabulary, ESL, EFL, higher education, communication strategies.
Abstract: This article explores the multifaceted nature of academic language functions, providing concrete examples and analyzing the challenges and opportunities associated with their effective use. We delve into the complexities of employing these functions across different academic contexts and discuss strategies for both instructors and learners to navigate this crucial aspect of academic success.
1. Introduction: Understanding Academic Language Functions
Academic language functions represent the various purposes for which language is used in academic settings. These functions go beyond simply conveying information; they involve persuading, arguing, analyzing, synthesizing, evaluating, and much more. Understanding and mastering these functions is paramount for academic success, as it determines the effectiveness of communication and the ability to engage meaningfully with academic discourse. This exploration of academic language function examples will illuminate their significance and provide practical insights into their implementation.
2. Key Academic Language Functions and Examples
Several key academic language functions are consistently employed across various disciplines. Let's examine some with illustrative academic language function examples:
2.1 Defining: This function involves clearly and concisely explaining concepts.
Example: "Photosynthesis, in simple terms, is the process by which green plants and some other organisms use sunlight to synthesize foods with the help of chlorophyll."
2.2 Describing: This function focuses on providing detailed accounts of phenomena, processes, or objects.
Example: "The experimental setup consisted of a controlled environment chamber, equipped with sensors to monitor temperature, humidity, and light intensity. The chamber housed three different plant species…"
2.3 Comparing and Contrasting: This involves highlighting similarities and differences between concepts or phenomena.
Example: "While both methodologies aim to address the research question, the quantitative approach emphasizes numerical data analysis, whereas the qualitative approach prioritizes in-depth textual interpretation."
2.4 Analyzing: This function requires breaking down complex information into smaller, understandable components, often involving critical evaluation.
Example: "The author's argument relies heavily on anecdotal evidence, lacking the rigorous empirical support necessary to substantiate its claims. This weakens the overall persuasiveness of the analysis."
2.5 Synthesizing: This involves integrating information from multiple sources to create a new understanding or perspective.
Example: "Drawing on the findings of Smith (2020) and Jones (2022), we propose a revised model that incorporates both social and economic factors to explain the observed phenomenon."
2.6 Evaluating: This function involves making judgments based on criteria or evidence.
Example: "The proposed policy is effective in addressing short-term needs; however, its long-term sustainability remains questionable given the limited resources allocated."
2.7 Arguing: This involves presenting a reasoned case or claim, supported by evidence.
Example: "The evidence strongly suggests that climate change is primarily driven by human activities, necessitating immediate and decisive action to mitigate its effects."
3. Challenges in Using Academic Language Functions
Mastering academic language function examples presents various challenges, particularly for second language learners (ESL/EFL) and students from diverse backgrounds. These challenges include:
Vocabulary Acquisition: Academic language often involves specialized vocabulary that requires deliberate learning and practice.
Grammatical Complexity: Academic writing frequently utilizes complex grammatical structures, including subordinate clauses and passive voice.
Cultural Differences in Communication Styles: Different cultures have varying norms regarding directness, formality, and argumentation styles.
Developing Critical Thinking Skills: Effective use of academic language functions requires well-developed critical thinking abilities.
Contextual Understanding: The appropriate academic language function examples vary depending on the specific academic context (e.g., essay, presentation, research paper).
4. Opportunities and Strategies for Improvement
Despite the challenges, there are numerous opportunities to improve the use of academic language function examples:
Explicit Instruction: Instructors can explicitly teach academic language functions through modeling, guided practice, and feedback.
Scaffolding: Providing learners with appropriate support and structured activities can facilitate their development of academic language skills.
Collaborative Learning: Peer interaction and feedback can enhance language acquisition and promote critical thinking.
Exposure to Authentic Texts: Reading and analyzing authentic academic texts exposes learners to various academic language function examples in context.
Feedback and Revision: Constructive feedback on writing and speaking tasks is essential for improvement.
5. Conclusion
The effective use of academic language function examples is crucial for academic success. By understanding the various functions, addressing the associated challenges, and leveraging the available opportunities, learners can significantly enhance their ability to communicate effectively within the academic community. Ongoing practice, explicit instruction, and a focus on critical thinking are essential elements in mastering these functions and thriving in higher education.
FAQs
1. What is the difference between academic and everyday language? Academic language is more formal, precise, and objective, often employing specialized vocabulary and complex sentence structures compared to everyday language.
2. How can I improve my academic writing skills? Focus on clarity, precision, evidence-based reasoning, and appropriate use of academic language functions. Seek feedback and revise your work.
3. Are there specific resources available for learning academic language functions? Yes, numerous textbooks, online resources, and writing centers offer guidance and practice materials.
4. How do academic language functions differ across disciplines? While core functions remain consistent, specific vocabulary and emphasis may vary depending on the discipline (e.g., scientific vs. humanities writing).
5. What is the role of critical thinking in using academic language functions? Critical thinking is fundamental for selecting and applying the appropriate language functions to effectively analyze, evaluate, and argue a point.
6. How can instructors effectively teach academic language functions? Instructors should employ explicit instruction, modeling, scaffolding, collaborative activities, and provide ample opportunities for feedback and revision.
7. What are some common mistakes students make when using academic language functions? Overuse of informal language, imprecise vocabulary, insufficient evidence, and inappropriate tone are common errors.
8. How can I identify my strengths and weaknesses in using academic language functions? Reflect on your writing and speaking, seek feedback from peers and instructors, and analyze your own work for areas needing improvement.
9. Is it essential to master all academic language functions at once? No, focus on gradually developing proficiency in key functions, building upon your foundation as you progress.
Related Articles
1. "The Role of Vocabulary in Academic Success": Explores the importance of vocabulary knowledge in understanding and using academic language functions effectively.
2. "Developing Critical Thinking Skills in Academic Writing": Focuses on the connection between critical thinking and the effective application of academic language functions.
3. "Strategies for Improving Academic Writing in ESL/EFL Contexts": Provides practical strategies for improving academic writing skills for second language learners.
4. "A Corpus-Based Analysis of Academic Discourse": Examines the frequency and usage patterns of various academic language functions in a large corpus of academic texts.
5. "The Impact of Cultural Background on Academic Communication Styles": Investigates how cultural differences influence the use of academic language functions.
6. "Teaching Academic Language Functions through Collaborative Learning": Explores the benefits of collaborative learning in developing academic language proficiency.
7. "Assessing Academic Language Proficiency: Methods and Challenges": Discusses various methods for evaluating students' mastery of academic language functions.
8. "Academic Writing and the Use of Evidence: A Case Study": Analyzes the role of evidence in supporting claims and arguments in academic writing.
9. "Genre Analysis and Academic Language Functions": Examines how the genre of an academic text influences the selection and use of specific language functions.
Publisher: Taylor & Francis, a leading international publisher of academic books and journals, known for its rigorous peer-review process and commitment to scholarly excellence.
Editor: Dr. David Miller, PhD in Educational Psychology, Associate Professor of Second Language Acquisition at Stanford University, with extensive expertise in language assessment and curriculum development.
| academic language function examples: Building Academic Language Jeff Zwiers, 2014-04-07 “Of the over one hundred new publications on the Common Core State Standards (CCSS), this one truly stands out! In the second edition of Building Academic Language, Jeff Zwiers presents a much-needed, comprehensive roadmap to cultivating academic language development across all disciplines, this time placing the rigor and challenges of the CCSS front and center. A must-have resource!” —Andrea Honigsfeld, EdD, Molloy College “Language is critical to the development of content learning as students delve more deeply into specific disciplines. When students possess strong academic language, they are better able to critically analyze and synthesize complex ideas and abstract concepts. In this second edition of Building Academic Language, Jeff Zwiers successfully builds the connections between the Common Core State Standards and academic language. This is the ‘go to’ resource for content teachers as they transition to the expectations for college and career readiness.” —Katherine S. McKnight, PhD, National Louis University With the adoption of the Common Core State Standards (CCSS) by most of the United States, students need help developing their understanding and use of language within the academic context. This is crucially important throughout middle school and high school, as the subjects discussed and concepts taught require a firm grasp of language in order to understand the greater complexity of the subject matter. Building Academic Language shows teachers what they can do to help their students grasp language principles and develop the language skills they’ll need to reach their highest levels of academic achievement. The Second Edition of Building Academic Language includes new strategies for addressing specific Common Core standards and also provides answers to the most important questions across various content areas, including: What is academic language and how does it differ by content area? How can language-building activities support content understanding for students? How can teachers assist students in using language more effectively, especially in the academic context? How can academic language usage be modeled routinely in the classroom? How can lesson planning and assessment support academic language development? An essential resource for teaching all students, this book explains what every teacher needs to know about language for supporting reading, writing, and academic learning. |
| academic language function examples: Academic Conversations Jeff Zwiers, Marie Crawford, 2023-10-10 Conversing with others has given insights to different perspectives, helped build ideas, and solve problems. Academic conversations push students to think and learn in lasting ways. Academic conversations are back-and-forth dialogues in which students focus on a topic and explore it by building, challenging, and negotiating relevant ideas. In Academic Conversations: Classroom Talk that Fosters Critical Thinking and Content Understandings authors Jeff Zwiers and Marie Crawford address the challenges teachers face when trying to bring thoughtful, respectful, and focused conversations into the classroom. They identify five core communications skills needed to help students hold productive academic conversation across content areas: Elaborating and Clarifying Supporting Ideas with Evidence Building On and/or Challenging Ideas Paraphrasing Synthesizing This book shows teachers how to weave the cultivation of academic conversation skills and conversations into current teaching approaches. More specifically, it describes how to use conversations to build the following: Academic vocabulary and grammar Critical thinking skills such as persuasion, interpretation, consideration of multiple perspectives, evaluation, and application Literacy skills such as questioning, predicting, connecting to prior knowledge, and summarizing An academic classroom environment brimming with respect for others' ideas, equity of voice, engagement, and mutual support The ideas in this book stem from many hours of classroom practice, research, and video analysis across grade levels and content areas. Readers will find numerous practical activities for working on each conversation skill, crafting conversation-worthy tasks, and using conversations to teach and assess. Academic Conversations offers an in-depth approach to helping students develop into the future parents, teachers, and leaders who will collaborate to build a better world. |
| academic language function examples: Teaching the Dimensions of Literacy Stephen Kucer, Cecilia Silva, 2012-10-12 Teaching the Dimensions of Literacy provides both the conceptual knowledge to support teachers' instructional decisions in the reading/literacy classroom and a multitude of instructional strategy lessons for classroom use with both monolingual and bilingual students. It proposes that teachers need to help children become code breakers (the linguistic dimension), meaning makers (the cognitive dimension), text users and critics (the sociocultural dimension), and scientists (the developmental dimension). Acknowledging and addressing all four dimensions, this text links literacy theory, literacy research, and literacy practice in a useable way. Covering both reading and writing, it features clear, concise, and useable reading and writing strategy lessons and ways to modify them for different types of students. Changes in the Second Edition: Entirely reorganized, the text is more user friendly, builds a stronger link between theory and practice, and makes it is easier for teachers to locate appropriate strategy lessons to use with their students. Academic literacy is addressed more fully. |
| academic language function examples: Common Core Standards - Academic Language in the Classroom Eli R. Johnson, 2012 |
| academic language function examples: Building Academic Language through Content-Area Text: Strategies to Support ELLs Erica Bowers, Laura Keisler, 2011-04-01 Set the stage for effective academic language instruction with strategies that are designed specifically for English language learners and support instruction in content-area vocabulary. The teacher-friendly format includes strategy descriptions, rationale, and resources for easy implementation. Each strategy features examples for different grade levels and content areas. Complete sample lessons demonstrate how strategies can be integrated into content-area instruction. |
| academic language function examples: Academic Language in Diverse Classrooms: Definitions and Contexts Margo Gottlieb, Gisela Ernst-Slavit, 2014-04-22 With the rigorous content of College and Career Readiness standards, academic language use has moved to the forefront of educational priorities. School leaders and teachers must ensure that academic language becomes the focus of new curricula, instruction, and assessment, with special attention to linguistically and culturally diverse students. Margo Gottlieb and Gisela Ernst-Slavit's six-book series on academic language is already the definitive resource on the topic. This companion volume provides a concise, thorough overview of the key research concepts and effective practices that underlie the series. It includes, Definitions and examples of the dimensions of academic language, A step-by-step template to incorporate academic language use into plans for student learning, Graphic models that illustrate the construct of academic language and its classroom application, Language is the most fundamental building block of education. Be sure your school is as strong as it can be with this indispensable book. |
| academic language function examples: What English Language Teachers Need to Know Volume III MaryAnn Christison, Denise E. Murray, 2021-10-25 Designed for pre-service and novice teachers in ELT, What English Language Teachers Need to Know Volumes I, II, and III are companion textbooks organized around the key question: What do teachers need to know and be able to do in order to help their students to learn English? Thoroughly revised and updated, the second edition of Volume III explores the contexts for ELT curricula; explains key processes in curriculum design; and sets out approaches to curricula that are linguistic-based, content-based, learner centered, and learning centered. Organized around the three pillars of teaching—planning, instructing, and assessing—chapters in the second edition are updated to include current research and theory to meet the needs of today’s teachers, and feature new or revised vignettes and activities. New chapters help teachers understand both the technological and multilingual approaches that learners need to succeed today. The comprehensive texts of this series are suitable resources for teachers across different contexts—where English is the dominant language, an official language, or a foreign language; for different levels—elementary/primary, secondary, university, or adult education; and for different learning purposes—general English, workplace English, English for academic purposes, or English for specific purposes. |
| academic language function examples: Bridging Teaching, Learning and Assessment in the English Language Classroom Tijen Akşit, Hande Işıl Mengü, Robin Turner, 2018-11-12 Learning English as a foreign language in any formal education context requires opportunities for learners and teachers to give and receive feedback on the teaching learning process as it is happening. These opportunities could be created via various in-class activities specifically designed for this purpose. Teachers who create and use these diagnostic opportunities effectively detect what learners need in a timely fashion, and provide remedial teaching in the right time and mode, so that chances can be created for learners to improve their learning. There is no one universally accepted way of how to do this, however, with various approaches for collecting, analyzing and reviewing data for this purpose. This book encapsulates the unbreakable relationship between teaching, learning and assessment through a range of articles which scrutinize assessment from a wide spectrum, ranging from the role of assessment in language learning to ELT teacher assessment literacy, from the use of technology in classroom-based assessment to practicing teachers’ reflections on their teacher classroom action research, and from the role of the Common European Framework of Reference for Languages (CEFR) to empirical data analysis. |
| academic language function examples: Teaching Academic Vocabulary K-8 Camille Blachowicz, Donna Ogle, Peter Fisher, Susan Watts Taffe, 2013-04-14 This book showcases effective ways to build the vocabulary knowledge K-8 learners need to engage meaningfully in reading, writing, and discussion on academic subjects. The distinguished authors draw on decades of classroom experience to explain what academic vocabulary is, how it fits into the Common Core State Standards, and how targeting vocabulary can enhance conceptual understanding in English language arts, social studies, and math and science. Rich classroom vignettes, teaching tips, and examples of student work are included. The book also features helpful figures, word lists, discussion questions, and recommended print and online resources. |
| academic language function examples: Academic Vocabulary Level 6--Functions Stephanie Paris, 2014-01-01 This lesson integrates academic vocabulary instruction into content-area lessons. Two easy-to-implement strategies for teaching academic vocabulary are integrated within the step-by-step, standards-based mathematics lesson. |
| academic language function examples: Academic Language! Academic Literacy! Eli R. Johnson, 2009-07-06 Develop students' understanding of academic language and watch literacy skills soar! To achieve higher levels of learning, students must be able to understand academic language-the formalized language of instruction found in classrooms, textbooks, and standardized tests. Eli R Johnson conveys a powerful message of the need for teachers to provide explicit academic language instruction for all students, especially English language learners or those struggling with reading. Filled with 36 hands-on strategies, this practical ... |
| academic language function examples: Language Diversity, School Learning, and Closing Achievement Gaps National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Committee on the Role of Language in School Learning: Implications for Closing the Achievement Gap, 2010-08-26 The Workshop on the Role of Language in School Learning: Implications for Closing the Achievement Gap was held to explore three questions: What is known about the conditions that affect language development? What are the effects of early language development on school achievement? What instructional approaches help students meet school demands for language and reading comprehension? Of particular interest was the degree to which group differences in school achievement might be attributed to language differences, and whether language-related instruction might help to close gaps in achievement by helping students cope with language-intensive subject matter especially after the 3rd grade. The workshop provided a forum for researchers and practitioners to review and discuss relevant research findings from varied perspectives. The disciplines and professions represented included: language development, child development, cognitive psychology, linguistics, reading, educationally disadvantaged student populations, literacy in content areas (math, science, social studies), and teacher education. The aim of the meeting was not to reach consensus or provide recommendations, but rather to offer expert insight into the issues that surround the study of language, academic learning, and achievement gaps, and to gather varied viewpoints on what available research findings might imply for future research and practice. This book summarizes and synthesizes two days of workshop presentations and discussion. |
| academic language function examples: Academic Language Mastery: Grammar and Syntax in Context David E. Freeman, Yvonne S. Freeman, Ivannia Soto, 2016-07-22 By now it’s a given: if we’re to help our ELLs and SELs access the rigorous demands of today’s content standards, we must cultivate the “code” that drives school success: academic language. Look no further for assistance than this much-anticipated series from Ivannia Soto, in which she invites field authorities Jeff Zwiers, David and Yvonne Freeman, Margarita Calderon, and Noma LeMoine to share every teacher’s need-to-know strategies on the four essential components of academic language. The subject of this volume is grammar and syntax. Here, David and Yvonne Freeman shatter the myth that academic language is all about vocabulary, revealing how grammar and syntax inform our students’ grasp of challenging text. With this book as your roadmap, you’ll learn how to: Teach grammar in the context of students’ speech and writing Use strategies such as sentence frames, passives, combining simple sentences into more complex sentences, and nominalization to create more complex noun phrases Assess academic language development through a four-step process Look inside and discover the tools you need to help students master more sophisticated and complex grammatical and syntactical structures right away. Better yet, read all four volumes in the series and put in place a start-to-finish instructional plan for closing the achievement gap. |
| academic language function examples: What Teachers Need to Know About Language Carolyn Temple Adger, Catherine E. Snow, Donna Christian, 2018-07-10 Rising enrollments of students for whom English is not a first language mean that every teacher – whether teaching kindergarten or high school algebra – is a language teacher. This book explains what teachers need to know about language in order to be more effective in the classroom, and it shows how teacher education might help them gain that knowledge. It focuses especially on features of academic English and gives examples of the many aspects of teaching and learning to which language is key. This second edition reflects the now greatly expanded knowledge base about academic language and classroom discourse, and highlights the pivotal role that language plays in learning and schooling. The volume will be of interest to teachers, teacher educators, professional development specialists, administrators, and all those interested in helping to ensure student success in the classroom and beyond. |
| academic language function examples: Academic Vocabulary in Middle and High School Donna Ogle, Camille Blachowicz, Peter Fisher, Laura Lang, 2015-10-20 In order to succeed in school and beyond, students in grades 6-12 need to understand and use both academic language and discipline-specific vocabulary. This book describes effective practices for integrating vocabulary study with instruction in English language arts, history/social studies, and math and science, and for helping students become independent, motivated word learners. The expert authors present a wealth of specific teaching strategies, illustrated with classroom vignettes and student work samples. Connections to the Common Core State Standards (CCSS) are highlighted throughout; an extensive annotated list of print and electronic resources enhances the book's utility. |
| academic language function examples: The Knowledge Gap Natalie Wexler, 2020-08-04 The untold story of the root cause of America's education crisis--and the seemingly endless cycle of multigenerational poverty. It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension skills at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention. |
| academic language function examples: Creative Curriculum Teaching Strategies, Gryphon House, Delmar Thomson Learning, 1988-01-01 The Creative Curriculum comes alive! This videotape-winner of the 1989 Silver Apple Award at the National Educational Film and Video Festival-demonstrates how teachers set the stage for learning by creating a dynamic well-organized environment. It shows children involved in seven of the interest areas in the The Creative Curriculum and explains how they learn in each area. Everyone conducts in-service training workshops for staff and parents or who teaches early childhood education courses will find the video an indispensable tool for explainin appropriate practice. |
| academic language function examples: Classroom Instruction That Works with English Language Learners Jane Hill, Kirsten B. Miller, 2013 This all-new edition strengthens your instructional planning and makes it easier to know when to use research-based instructional strategies with ELL students in every grade level. |
| academic language function examples: Academic Vocabulary: 25 Content-Area Lessons Level 6 Christine Dugan, Stephanie Paris, 2011-06-01 Integrate academic vocabulary instruction into content-area lessons with this engaging new resource for Level 6, which provides teachers with 12 easy-to-implement strategies for teaching academic vocabulary. Included are 25 step-by-step standards-based lessons that each incorporate two vocabulary strategies. Also included are activity pages and assessments, an answer key, and a Teacher Resource CD. This resource is correlated to the Common Core State Standards. 176pp. |
| academic language function examples: A Practical Guide for edTPA Implementation Lisa Barron, 2019-09-01 edTPA is the most widely-used performance assessment for pre-service teachers in the United States, and a requirement in many states for teaching licensure. Through edTPA, teacher candidates demonstrate their effectiveness in different aspects of teaching, including planning, instruction, assessment, analysis of teaching, and use of academic language. This book is a practical guide for anyone involved in edTPA implementation. The chapters are written by experienced teacher educators who are leading successful edTPA programs in their own universities, who are in the field, and involved in the work. They represent diverse teacher preparation programs, each with their own strengths and challenges. This book addresses the challenges of edTPA, while providing practical strategies for educative and thoughtful implementation. Organized into four sections, each section explores a different aspect of edTPA implementation, and provides guidance for leading faculty and teacher candidates through edTPA. |
| academic language function examples: Language Function Ellyn Arwood, 2011-05-15 Literacy teaching tends to take a structural approach to language, focusing on auditory products or skills such as sounds, morphemes, words, sentences, and vocabulary. However, new research suggests that the majority of English speakers actually think and learn in visual concepts, and that there is a cultural and linguistic mismatch between auditory teaching methods and the way students think and learn. This has important implications for all educators including those who work with students with neurogenic disabilities, such as autism spectrum disorders and ADHD. In her new book, Dr. Ellyn Lucas Arwood outlines a revolutionary four-tiered model of how a learner acquires language, and suggests ways to impose visual language functions onto an auditory language like English in order to improve learning for both neurotypical learners and those with neurogenic disabilities. Dr. Arwood provides tried-and-tested intervention strategies that work with all levels of ability, giving readers the knowledge and confidence to teach learners to become more literate in a way that raises learners' abilities to think and problem solve. This book takes a fresh look at how language and literacy interact, and will be of interest to educators and special educators, speech and language pathologists, and other professionals who support language learning and development. |
| academic language function examples: Corpus Linguistics for English for Academic Purposes Vander Viana, Aisling O'Boyle, 2021-12-30 This book shows how corpus analyses can enhance students’, practitioners’ and researchers’ knowledge of academic language. The book provides a reader-friendly discussion of the key concepts, practices and research applications of corpus linguistics which are relevant to the EAP community. The volume: • empowers readers to compile and analyze EAP-relevant corpora to support their practice; • draws on open-access resources, allowing readers in all contexts to engage in corpus analyses; • examines how corpus studies have advanced the description of spoken, written and computer-mediated academic discourses; • contains numerous reflective and hands-on tasks. Corpus Linguistics for English for Academic Purposes is an essential book for EAP students, practitioners and researchers who wish to develop corpus analytical skills to support their learning, teaching and research practice. It is equally important to novice corpus linguists who wish to find out how they can contribute to the ever-expanding area of EAP. |
| academic language function examples: The Sourcebook for Teaching Science, Grades 6-12 Norman Herr, 2008-08-11 The Sourcebook for Teaching Science is a unique, comprehensive resource designed to give middle and high school science teachers a wealth of information that will enhance any science curriculum. Filled with innovative tools, dynamic activities, and practical lesson plans that are grounded in theory, research, and national standards, the book offers both new and experienced science teachers powerful strategies and original ideas that will enhance the teaching of physics, chemistry, biology, and the earth and space sciences. |
| academic language function examples: Vocabulary Instruction Edward J. Kame'enui, James F. Baumann, 2012-05-10 This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games for diverse learners are brought to life with detailed examples. Drawing on the most rigorous research available, the editors and contributors distill what PreK-8 teachers need to know and do to support all students' ongoing vocabulary growth and enjoyment of reading. New to This Edition*Reflects the latest research and instructional practices.*New section (five chapters) on pressing current issues in the field: assessment, authentic reading experiences, English language learners, uses of multimedia tools, and the vocabularies of narrative and informational texts.*Contributor panel expanded with additional leading researchers. |
| academic language function examples: The language dimension in all subjects Jean-Claude Beacco, Mike Fleming, Francis Goullier, Eike Thürmann, Helmut Vollmer, Joseph Sheils, 2016-10-24 Mastering the language of schooling is essential for learners to develop the skills necessary for school success and for critical thinking. It is fundamental for participation in democratic societies, and for social inclusion and cohesion. This handbook is a policy and working document which promotes convergence and coherence between the linguistic dimensions of various school subjects. It proposes measures to make explicit – in curricula, pedagogic material and teacher training – the specific linguistic norms and competences which learners must master in each school subject. It also presents the learning modalities that should allow all learners, and in particular the most vulnerable among them, to benefit from diversified language-learning situations in order to develop their cognitive and linguistic capacities. |
| academic language function examples: Teaching English Language Learners Across the Content Areas Judie Haynes, Debbie Zacarian, 2010 Strategies, tools, tips, and examples that teachers can use to help English language learners at all levels flourish in mainstream classrooms. |
| academic language function examples: The Cambridge Handbook of Literacy David R. Olson, Nancy Torrance, 2009-02-16 This volume demonstrates how literacy is more than learning to read and write. Literacy creates communities, organizes personal and social lives, makes possible civil society and the rule of law, and underwrites the commitment of both modern and developing societies to universal education and ever higher levels of literate competence. Everything that is involved in being and becoming literate is the concern of this interdisciplinary group of distinguished scholars. |
| academic language function examples: CLIL Activities with CD-ROM Liz Dale, Rosie Tanner, 2012-03-15 Innovative activities for Content and Language Integrated Learning (CLIL) teachers and trainee teachers. CLIL Activities is organised into five chapters: Activating, Guiding understanding, Focus on language, Focus on speaking and Focus on writing. A further chapter provides practical ideas for assessment, review and feedback. The Background to CLIL section offers a clear explanation of what CLIL is and its benefits and challenges. The book contains a wide range of easily accessible activities that can be used in any order. Dedicated subject pages include annotated extracts from authentic school teaching materials, demonstrating how language is used in particular school subjects, such as geography, science, maths and ICT. The accompanying CD-ROM contains print-ready CLIL activities. |
| academic language function examples: Supporting Multilingual Learners’ Academic Language Development Luciana C. de Oliveira, 2023-04-13 A practical and comprehensive resource, Supporting Multilingual Learners’ Academic Language Development: A Language-Based Approach to Content Instruction introduces an accessible language-based approach to teaching academic language to multilingual learners across the content areas. Luciana C. de Oliveira provides elementary school teachers with everything they need to know to successfully teach grade-level content to multilingual learners. Chapters are organized by subject, addressing the specific language demands of teaching English language arts, social studies, mathematics, and science. Each chapter features examples of implementation in grades K-5, practical strategies, and a wealth of tables, figures, and other resources. The Language-Based Approach to Content Instruction (LACI) in this book provides teachers with a ready-to-use framework of six scaffolding elements that serves as a guide to enable multilingual learners to meet the grade-level standard of their peers without simplification. Aligned with WIDA and CCSS standards, this resource provides the tools and methods teachers need to support multilingual learners’ academic language development in the content area classroom. |
| academic language function examples: Using Understanding by Design in the Culturally and Linguistically Diverse Classroom Amy J. Heineke, Jay McTighe, 2018-07-11 How can today's teachers, whose classrooms are more culturally and linguistically diverse than ever before, ensure that their students achieve at high levels? How can they design units and lessons that support English learners in language development and content learning—simultaneously? Authors Amy Heineke and Jay McTighe provide the answers by adding a lens on language to the widely used Understanding by Design® framework (UbD® framework) for curriculum design, which emphasizes teaching for understanding, not rote memorization. Readers will learn the components of the UbD framework; the fundamentals of language and language development; how to use diversity as a valuable resource for instruction by gathering information about students’ background knowledge from home, community, and school; how to design units and lessons that integrate language development with content learning in the form of essential knowledge and skills; and how to assess in ways that enable language learners to reveal their academic knowledge. Student profiles, real-life classroom scenarios, and sample units and lessons provide compelling examples of how teachers in all grade levels and content areas use the UbD framework in their culturally and linguistically diverse classrooms. Combining these practical examples with findings from an extensive research base, the authors deliver a useful and authoritative guide for reaching the overarching goal: ensuring that all students have equitable access to high-quality curriculum and instruction. |
| academic language function examples: Building Academic Language Jeff Zwiers, 2013-02-20 Many students, ranging from native English speakers to recent immigrants, need help in understanding and using the language of school. Language is the lifeblood of learning in all content areas, and it plays a major role in academic achievement. Building Academic Language explains the functions and features of academic language that every teacher (language arts, history, math, & science teachers, etc.) should know for supporting academic reading, writing, and discussion. The book includes research-based instructional and assessment activities that content teachers can use to build students' abilities to understand and describe the many abstract concepts, higher-order thinking skills, and complex relationships in a discipline. The book emphasizes an approach that builds from students' existing ways of learning and communicating, scaffolding them to think and talk as content area experts think and talk about math, science, history, and language arts. Major topics and themes include: What is academic language and how does it differ by content area? How can language-building activities (discussions, small groups, etc.) support content understanding? How can we build language abilities for content reading and writing - and vice versa? How can we build on students' diverse ways of understanding, learning, and communicating about the world? How can we more effectively model and scaffold academic language in our teaching and assessment? |
| academic language function examples: Inclusive Pedagogy for English Language Learners Lorrie Stoops Verplaetse, Naomi Migliacci, 2017-09-25 In this Handbook leading researchers, teacher educators, and expert practitioners speak to current and future educators and educational leaders in understandable language about the research that informs best practices for English language learners integrated into the K-12 public school system. Responding to current state and federal mandates that require educators to link their practices to sound research results, it is designed to help educators to define, select, and defend realistic educational practices that include and serve well their English language learning student populations. A critical and distinctive feature of this volume is its non-technical language that is accessible to general educators who have not been trained in the fields of second-language development and applied linguistics. Each chapter begins with a thorough discussion of the recommended practices, followed by a description of the research that supports these practices. The rigor of reported research is contained, but this research is written in a lay person’s terminology, accompanied by bibliographies for readers who wish to read about the research in technical detail. The volume is structured around four themes: • In the Elementary Classroom • In the Middle and Secondary Classroom • School and Community Collaboration • School and District Reform. Inclusive Pedagogy for English Language Learners is intended for current and future educational administrators, all educators who have a keen interest in school reform at the classroom, school, or district level, and staff developers, policy makers, parents and community groups, and anyone interested in the successful education of linguistically and culturally diverse students. |
| academic language function examples: Grammatical Complexity in Academic English Douglas Biber, Bethany Gray, 2016-05-26 Using corpus-based analyses, the book challenges widely held beliefs about grammatical complexity, academic writing, and linguistic change in written English. |
| academic language function examples: Bringing Words to Life Isabel L. Beck, Margaret G. McKeown, Linda Kucan, 2013-01-31 Hundreds of thousands of teachers have used this highly practical guide to help K–12 students enlarge their vocabulary and get involved in noticing, understanding, and using new words. Grounded in research, the book explains how to select words for instruction, introduce their meanings, and create engaging learning activities that promote both word knowledge and reading comprehension. The authors are trusted experts who draw on extensive experience in diverse classrooms and schools. Sample lessons and vignettes, children's literature suggestions, Your Turn learning activities, and a Study Guide for teachers enhance the book's utility as a classroom resource, professional development tool, or course text. The Study Guide can also be downloaded and printed for ease of use (www.guilford.com/beck-studyguide). New to This Edition *Reflects over a decade of advances in research-based vocabulary instruction. *Chapters on vocabulary and writing; assessment; and differentiating instruction for struggling readers and English language learners, including coverage of response to intervention (RTI). *Expanded discussions of content-area vocabulary and multiple-meaning words. *Many additional examples showing what robust instruction looks like in action. *Appendix with a useful menu of instructional activities. See also the authors' Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples, which includes specific instructional sequences for different grade ranges, as well as Making Sense of Phonics, Second Edition: The Hows and Whys, by Isabel L. Beck and Mark E. Beck, an invaluable resource for K–3. |
| academic language function examples: Teaching Reading Skills in a Foreign Language Christine Nuttall, 1988 |
| academic language function examples: Academic Vocabulary in Middle and High School Donna Ogle, Camille Blachowicz, Peter Fisher, Laura Lang, 2015-10-21 In order to succeed in school and beyond, students in grades 6-12 need to understand and use both academic language and discipline-specific vocabulary. This book describes effective practices for integrating vocabulary study with instruction in English language arts, history/social studies, and math and science, and for helping students become independent, motivated word learners. The expert authors present a wealth of specific teaching strategies, illustrated with classroom vignettes and student work samples. Connections to the Common Core State Standards (CCSS) are highlighted throughout; an extensive annotated list of print and electronic resources enhances the book's utility. |
| academic language function examples: Collaboration and Co-Teaching Andrea Honigsfeld, Maria G. Dove, 2010-08-10 Help ELLs achieve success with an integrated, collaborative program! Teacher collaboration and co-teaching are proven strategies for helping students with diverse needs achieve academically. Now this practical resource provides a step-by-step guide to making collaboration and co-teaching work for general education teachers and English as a second language (ESL) specialists to better serve the needs of English language learners (ELLs). The authors address the fundamental questions of collaboration and co-teaching, examine how a collaborative program helps ELLs learn content while meeting English language development goals, and offer information on school leaders' roles in facilitating collaboration schoolwide. Featuring six in-depth case studies, this guide helps educators: Understand the benefits and challenges of collaborative service delivery Choose from a range of strategies and configurations, from informal planning and collaboration to a fully developed co-teaching partnership Use templates, planning guides, and other practical tools to put collaboration into practice Evaluate the strategies' success using the guidelines, self-assessments, and questionnaires included Collaboration and Co-Teaching helps ESL, ELL, and general education teachers combine their expertise to provide better support for their ELLs! |
| academic language function examples: Teaching Science to English Language Learners Ann S. Rosebery, Beth Warren, 2008 Though its primary goal is to serve as an introduction to the research on this important subject, Teaching Science to English Language Learners combines that research with classroom case studies and the perspectives of master teachers. Further, chapter authors strive to support your efforts to use diversity as a resource--rather than as an obstacle--in the science classroom. |
| academic language function examples: Teaching and Supporting English Learners: A Guide to Welcoming and Engaging Newcomers ebook Eugenia Mora-Flores, Stephanie Dewing, 2022-12-16 |
| academic language function examples: Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts Angel M.Y. Lin, 2016-09-15 This book will be of interest to a broad readership, regardless of whether they have a background in sociolinguistics, functional linguistics or genre theories. It presents an accessible “meta-language” (i.e. a language for talking about language) that is workable and usable for teachers and researchers from both language and content backgrounds, thus facilitating collaboration across content and language subject panels. Chapters 1 to 3 lay the theoretical foundation of this common meta-language by critically reviewing, systematically presenting and integrating key theoretical resources for teachers and researchers in this field. In turn, Chapters 4 to 7 focus on issues in pedagogy and assessment, and on school-based approaches to LAC and CLIL, drawing on both research studies and the experiences of front-line teachers and school administrators. Chapter 8 provides a critical and reflexive angle on the field by asking difficult questions regarding how LAC and CLIL are often situated in contexts characterized by inequality of access to the linguistic and cultural capitals, where the local languages of the students are usually neglected or viewed unfavourably in relation to the L2 in mainstream society, and where teachers are usually positioned as recipients of knowledge rather than makers of knowledge. In closing, Chapter 9 reviews the state of the art in the field and proposes directions for future inquiry. |
ACADEMIC LANGUAGE FUNCTION - Literacy How
Guiding Questions from Building Academic Language (Zwiers): What is academic language, how can I build it as I teach content? How can I adapt my curriculum and assessment to build on …
edTPA Basics ACADEMIC LANGUAGE
Academic language refers to “word knowledge that makes it possible for students to engage with, produce, and talk about texts that are valued in school” (Flynt & Brozo, 2008, p. 500).
U n d e r s tan d i n g A c ad e mi c L an gu age i n e d T P A : …
Language supports are scaffolds, representations, and instructional strategies that teachers intentionally provide to help learners understand and use the language they need to learn …
Language Function 1: Inquiry/Seeking Information - Montana …
Language Function 7: Inferring, Predicting and Hypothesizing Student uses language to: Make inferences, predict implications, hypothesize. Examples: Describe reasoning process (inductive …
Understanding Academic Language in edTPA: Supporting …
This includes the “language of the discipline” that is used to engage students in learning and using content knowledge. In edTPA, the language demands candidates need to consider as they …
Language Functions and Forms 9.10.15 - Stanford University
Functions represent the active use of language for a specific purpose. Students use language functions in order to express ideas, communicate with others, and show understanding of …
LANGUAGE FUNCTIONS and FORMS - WOU & Central School …
In academic writing we use a range of specific functions in order to communicate ideas clearly. These include: • describing processes • comparing or contrasting things or ideas, and • …
Academic Language: uage used for academic purposes.” …
Academic language is used in teaching and learning for students to learn and use to participate and engage in the content area in meaningful ways. (edTPA, 2015) Definition Examples …
Academic Language Functions - Brockport
Academic ge on Uses : hic nizers gnal Words th Language on s d Seek Information Observe and explore; acquire information; inquire Use who, what, d how to gather information Attribute …
Communicative and Academic Functions - University of …
Specific examples of functions under each category appear below (note that not all possibilities are included; instead, an array of functions is listed to exemplify each category). Academic …
Academic language demands: Texts, Tasks, and Levels of …
academic language demands since it breaks down the various levels of language (discourse, syntax, and vocabulary) as well as two major sources of the demands: the written and oral …
Examining Language Demands through Functions and Forms
Language Functions • Describe what students DO with language to accomplish academic tasks across content areas • Refer to the purposes for which language is used in the classroom …
ACADEMIC LANGUAGE FUNCTION - whenl.weebly.com
Academic Language can be defined as 1) the language used in the classroom and workplace, 2) the language of text, 3) the language of assessments, 4) the language of academic success …
The Power of WIDA Features of Academic Language
I can identify specific features of academic language using a template based on the WIDA Features of Academic Language. 2. I can analyze student writing. 3. I can discuss additional …
Understanding Academic Language in edTPA: Supporting …
Candidates identify a key language function and one essential learning task within their learning segment lesson plans that allows students to practice the function (Planning Task 1, Prompts …
Examining Key Uses of Academic Language 2017 - SAGE …
1. What opportunities do students have to use academic language every day? 2. How is language modeled in your school? 3. What models for language use exist in your classroom? 4. How do …
So…What’s Academic Language? Transcript
what academic language actually is, the terminology that’s used in edTPA, and some examples of ways to support students in acquiring and using academic language. First of all, it’s important …
Academic Language Functions - ICDST
Academic Language Functions are used daily in all academic subjects. The language functions go well beyond just learning the content vocabulary. A Focused Approach to Constructing …
edTPA: Understanding Academic Language - Weebly
Language Function. Using information about your students’ language assets and needs, identify one language function essential for students to develop conceptual understanding, procedural …
Academic Language Functions - Colorín Colorado
Academic Language Function Student Uses Language to: Examples Thinking Map© Graphic Organizers Language Structures/Key Signal Words Tasks Associated with Academic Language ...
ACADEMIC LANGUAGE FUNCTION - Literacy How
Guiding Questions from Building Academic Language (Zwiers): What is academic language, how can I build it as I teach content? How can I adapt my curriculum and assessment to build on the …
edTPA Basics ACADEMIC LANGUAGE
Academic language refers to “word knowledge that makes it possible for students to engage with, produce, and talk about texts that are valued in school” (Flynt & Brozo, 2008, p. 500).
U n d e r s tan d i n g A c ad e mi c L an gu age i n e d T P A : S …
Language supports are scaffolds, representations, and instructional strategies that teachers intentionally provide to help learners understand and use the language they need to learn within …
Language Function 1: Inquiry/Seeking Information - Montana …
Language Function 7: Inferring, Predicting and Hypothesizing Student uses language to: Make inferences, predict implications, hypothesize. Examples: Describe reasoning process (inductive …
Understanding Academic Language in edTPA: Supporting …
This includes the “language of the discipline” that is used to engage students in learning and using content knowledge. In edTPA, the language demands candidates need to consider as they plan …
Language Functions and Forms 9.10.15 - Stanford University
Functions represent the active use of language for a specific purpose. Students use language functions in order to express ideas, communicate with others, and show understanding of …
LANGUAGE FUNCTIONS and FORMS - WOU & Central …
In academic writing we use a range of specific functions in order to communicate ideas clearly. These include: • describing processes • comparing or contrasting things or ideas, and • …
Academic Language: uage used for academic purposes.” …
Academic language is used in teaching and learning for students to learn and use to participate and engage in the content area in meaningful ways. (edTPA, 2015) Definition Examples Language …
Academic Language Functions - Brockport
Academic ge on Uses : hic nizers gnal Words th Language on s d Seek Information Observe and explore; acquire information; inquire Use who, what, d how to gather information Attribute …
Communicative and Academic Functions - University of …
Specific examples of functions under each category appear below (note that not all possibilities are included; instead, an array of functions is listed to exemplify each category). Academic functions …
Academic language demands: Texts, Tasks, and Levels of …
academic language demands since it breaks down the various levels of language (discourse, syntax, and vocabulary) as well as two major sources of the demands: the written and oral texts students …
Examining Language Demands through Functions and Forms
Language Functions • Describe what students DO with language to accomplish academic tasks across content areas • Refer to the purposes for which language is used in the classroom …
ACADEMIC LANGUAGE FUNCTION - whenl.weebly.com
Academic Language can be defined as 1) the language used in the classroom and workplace, 2) the language of text, 3) the language of assessments, 4) the language of academic success and 5) …
The Power of WIDA Features of Academic Language
I can identify specific features of academic language using a template based on the WIDA Features of Academic Language. 2. I can analyze student writing. 3. I can discuss additional applications …
Understanding Academic Language in edTPA: Supporting …
Candidates identify a key language function and one essential learning task within their learning segment lesson plans that allows students to practice the function (Planning Task 1, Prompts 4a/b).
Examining Key Uses of Academic Language 2017 - SAGE …
1. What opportunities do students have to use academic language every day? 2. How is language modeled in your school? 3. What models for language use exist in your classroom? 4. How do …
So…What’s Academic Language? Transcript
what academic language actually is, the terminology that’s used in edTPA, and some examples of ways to support students in acquiring and using academic language. First of all, it’s important to …
Academic Language Functions - ICDST
Academic Language Functions are used daily in all academic subjects. The language functions go well beyond just learning the content vocabulary. A Focused Approach to Constructing Meaning …
edTPA: Understanding Academic Language - Weebly
Language Function. Using information about your students’ language assets and needs, identify one language function essential for students to develop conceptual understanding, procedural …
